CAMBRIDGE LOWER SECONDARY ENGLISH 9: TEACHER’S RESOURCE

Curriculum framework
correlation
Coverage of learning objectives from the Lower Secondary English Stage 9 curriculum framework (0861)

Below you will find a table setting out specifically where to find coverage of the learning objectives for Stage 9.

The learning objectives in the table below are reproduced from Cambridge Lower Secondary English curriculum framework (0861) from 2020. This Cambridge International
copyright material is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education.

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Reading
9Rv.01 Deduce the meanings of unfamiliar
words in context using a range of
strategies, including knowledge of word ✔ ✔ ✔
families, etymology and morphology.
[Stages 7 to 9]
9Rv.02 Analyse how language choices
contribute to the intended purpose
and overall impact on the reader, e.g.
demonstrating the effectiveness of imagery
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
in contrasting texts, or arguing whether or
not the use of highly emotive language in
an advertisement is counterproductive to its
intended purpose.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Reading
9Rv.03 Develop precise, perceptive analysis
of how linguistic and literary techniques are
used, e.g. explaining how euphemisms ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
conceal bias in a political statement, or why
a particular idiom is used by a character.
9Rg.01 Analyse how the use of rhetorical
punctuation can support a writer’s ✔ ✔ ✔ ✔ ✔
intended purpose.
9Rg.02 Analyse how a writer manipulates
and adapts simple, compound, complex
✔ ✔ ✔
and compound-complex sentences for
intended purpose and effect in their writing.
9Rg.03 Analyse, in depth and detail, a writer’s
use of grammatical features and their effects ✔ ✔ ✔ ✔
on the overall development of the text.
9Rg.04 Analyse the purpose and effect
of a writer’s choice of formal or informal ✔ ✔ ✔ ✔ ✔
language in a text.
9Rs.01 Analyse how the structure of a text
can be manipulated for effect in a range
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
of fiction and non-fiction texts, including
poetic forms.
9Rs.02 Evaluate the impact of a writer’s
choice of organisational and linking features ✔ ✔ ✔ ✔ ✔
on the intended audience.
9Ri.01 Read and discuss a range of fiction
genres, poems and playscripts, including
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
the contribution of any visual elements or
multimedia. [Stages 7 to 9]
9Ri.02 Read and discuss a range of non-
✔ ✔ ✔ ✔ ✔ ✔ ✔
fiction text types. [Stages 7 to 9]

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Reading
9Ri.03 Analyse the implications of
identified explicit information on the ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
meaning of the rest of a text.
9Ri.04 Analyse and explore different layers
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
of meaning within texts, including bias.
9Ri.05 Synthesise information from across
a single text and multiple texts to develop ✔ ✔ ✔ ✔ ✔
and strengthen a point.
9Ri.06 Select the most appropriate reading
strategy to locate and extract information ✔ ✔ ✔ ✔ ✔ ✔ ✔
and ideas from a variety of texts.
9Ri.07 Use judiciously chosen textual
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
references to develop analysis of texts.
9Ri.08 Analyse and respond to the themes
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
in a variety of related texts.
9Ri.09 Analyse how a writer uses a
combination of features to enhance their
intended meaning, e.g. a poet using ✔ ✔ ✔ ✔
enjambment to emphasise key
language choices.
9Ri.10 Analyse and respond to the range of
ideas, differing viewpoints and purposes in ✔ ✔ ✔ ✔ ✔ ✔ ✔
a variety of related texts.
9Ri.11 Read a variety of texts by the
same writer and explore how their voice is ✔
consistently conveyed across the texts.
9Ra.01 Enjoy reading a wide range of texts.
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
[Stages 7 to 9]
9Ra.02 Express informed personal
responses to texts that take the views of ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
others into consideration.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Reading
9Ra.03 Give and respond to text
recommendations, showing awareness of ✔ ✔ ✔
others’ preferences.
9Ra.04 Analyse how the meaning of texts
is shaped by a reader’s preferences and ✔ ✔ ✔ ✔ ✔ ✔
opinions.
9Ra.05 Explain how ideas, experiences
and values are portrayed in, and affect, the
✔ ✔ ✔ ✔ ✔ ✔ ✔
interpretation of texts from different social,
cultural and historical contexts.
Writing
9Ww.01 Spell correctly, including complex
✔ ✔ ✔ ✔ ✔ ✔ ✔
polysyllabic words.
9Ww.02 Show understanding of word
families, roots, derivations and morphology ✔ ✔ ✔
in spelling. [Stages 7 to 9]
9Ww.03 Use the most appropriate spelling
✔ ✔ ✔ ✔ ✔ ✔
strategy as necessary.
9Wv.01 Make conscious language choices
to shape the intended purpose and effect ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
on the reader.
9Wv.02 Make conscious use of linguistic
and literary techniques to shape the ✔ ✔ ✔ ✔ ✔ ✔ ✔
intended meaning and effect.
9Wv.03 Use a range of sources to develop
and extend the range of language used in ✔ ✔ ✔
written work. [Stages 7 to 9]
9Wg.01 Use punctuation rhetorically to
support the intention of the writing, e.g.
✔ ✔ ✔ ✔ ✔
using ellipses in a character’s dialogue to
show nervousness.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Writing
9Wg.02 Demonstrate control of simple,
compound, complex and compound-
complex sentences, manipulating and ✔ ✔ ✔ ✔
adapting them for intended purpose
and effect.
9Wg.03 Use grammatical features to
shape and craft sentences that contribute
to overall development of the text, e.g.
✔ ✔ ✔
embedded phrases and clauses that support
succinct explanation; use of antithesis,
repetition or balance in sentence structure.
9Wg.04 Use the conventions of standard
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
English across a range of registers.
9Wg.05 Vary the degrees of formality and
informality to enhance and emphasise
✔ ✔ ✔ ✔ ✔ ✔
meaning in relation to the context, purpose
and audience.
9Ws.01 Experiment with different ways of
structuring texts, appropriate for different ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
audiences and purposes.
9Ws.02 Use a range of organisational
features to achieve particular effects with ✔ ✔ ✔ ✔ ✔
purpose and audience in mind.
9Wc.01 Write confidently in a range of
different genres of fiction and types of ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
poems. [Stages 7 to 9]
9Wc.02 Make an informed choice about
✔ ✔ ✔
whether to plan before writing.
9Wc.03 Manipulate features and
conventions for a chosen purpose for an ✔ ✔ ✔ ✔ ✔ ✔ ✔
intended effect.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Writing
9Wc.04 Manipulate content for impact on a
✔ ✔ ✔ ✔ ✔ ✔ ✔
specified audience.
9Wc.05 Establish and sustain a clear and
logical viewpoint throughout fiction and ✔ ✔ ✔ ✔ ✔ ✔ ✔
non-fiction writing.
9Wc.06 Write to express multiple
✔ ✔ ✔
viewpoints.
9Wc.07 Establish and sustain distinctive
voices, both personal and for ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
different characters.
9Wc.08 Combine the use of structural,
linguistic and literary features to create a ✔ ✔ ✔
specific effect.
9Wp.01 Sustain a fast, fluent and legible
✔ ✔ ✔ ✔
handwriting style. [Stages 7 to 9]
9Wp.02 Make an informed choice about
how to present information when making
✔ ✔ ✔ ✔ ✔
notes, including the use of multiple styles,
and use notes to inform writing.
9Wp.03 Use the most appropriate text
layout and presentation to create impact ✔ ✔
and engage the audience.
9Wp.04 Evaluate and edit to improve
the accuracy and effectiveness, in relation
to identified purpose and audience, of ✔ ✔ ✔ ✔ ✔ ✔
language, grammar and structure in a range
of different texts.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Speaking and Listening
9SLm.01 Adapt speech judiciously in a
range of familiar and unfamiliar contexts to ✔ ✔ ✔
maximise its impact on the audience.
9SLm.02 Sustain an effective organisation
of talk in a range of familiar and ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
unfamiliar contexts.
9SLm.03 Manipulate language to express
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
complex ideas and opinions in detail.
9SLm.04 Use non-verbal communication
techniques to enhance meaning. ✔ ✔ ✔ ✔
[Stages 7 to 9]
9SLm.05 Adapt communication to create
appropriate impact on different audiences. ✔ ✔
[Stages 7 to 9]
9SLs.01 Listen, synthesise what is heard,
and generate a reasoned response that ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
draws on a range of sources.
9SLg.01 Independently identify and
take up group roles as needed, and ✔ ✔ ✔ ✔ ✔
demonstrate expertise. [Stages 7 to 9]
9SLg.02 Explore points of agreement
and disagreement to gain a greater
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
understanding of the issues and meet the
needs of the task. [Stages 8 and 9]
9SLg.03 Shape the direction and content of
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
a discussion with well-judged contributions.
9SLg.04 Demonstrate the ability to
compromise during turn-taking to prioritise
✔ ✔ ✔ ✔ ✔ ✔ ✔
the achievement of the intended outcome
of the discussion.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: TEACHER’S RESOURCE

Learning objectives Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Speaking and Listening
9SLp.01 Read aloud with confidence,
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
accuracy and style. [Stages 7 to 9]
9SLp.02 Show evidence of reading ahead
when reading an unseen text aloud. [Stages ✔ ✔ ✔ ✔ ✔ ✔
7 to 9]
9SLp.03 Explore complex ideas and issues
in drama, establishing roles and applying ✔ ✔ ✔ ✔ ✔ ✔ ✔
dramatic approaches with confidence.
9SLp.04 Plan and deliver presentations and
persuasive speeches confidently in a range
✔ ✔ ✔ ✔ ✔ ✔ ✔
of contexts, making choices about the most
appropriate media. [Stages 8 and 9]
9SLp.05 Make decisions about the level
of support needed to deliver a speech or
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
presentation, e.g. reading aloud, using
notes, visual aids. [Stages 8 and 9]
9SLr.01 Evaluate own and others’ talk,
including giving constructive feedback. ✔ ✔ ✔ ✔
[Stages 7 to 9]
9SLr.02 Analyse the meaning and
impact of variations in own and others’ ✔ ✔
communication.